Post on 22-Aug-2020
Sumário
Manuel MiguénsDublin, September 2015
Manuel MiguénsSecretary General National Council of Education
September2015
“In-Service Teacher Education in Portugal – a brief note”
Leading teachers’ learning
Sumário
Manuel MiguénsDublin, September 2015
70s - A growing Educational System- The education boom- A shortage of Teachers
80s - The System reacts- New Teacher Education Institutions (Pre, Primary and Preparatory)- More and More Integrated Teacher Education Courses
90s - CPD - Teacher Education School Centres- Courses/worshops/isolated initiaves…
2000 ……- Less pupils / Birth rates- Bolongna Process (Teachers a master degree)- Falling number of Teacher Education Courses- A Surplus of Teachers
A (very) Brief Historical Note
Sumário
Manuel MiguénsDublin, September 2015
Challenges and Opportunities
Initial Teacher Education- Recruitment of students (A call for the best)- Professionalization (stage, supervision, coaching, exam, probation …)
Selection and recruitment of teachers
Preparation of Teachers for Vocational/Professional Education
Over 42% of teachers in some levels are over 50 years of age
Focus on In-Service CPD- The school association centres- Higher education institutions- The Ministry- Partnerships (teachers, researchers, teacher educators, schools, higher
education institutions…)
Sumário
Manuel MiguénsDublin, September 2015
TT
THREE LINES OF ACTION1. In-Service Teacher Education, during one or two academic years.
2. Production of teaching materials: eight didactic guides were produced. Published in print and available in pdf on the website of DGIDC.
3. Financial allocation of participants schools for the purchase of laboratory equipment.
A NATIONAL PROGRAM IN SCIENCE EDUCATION
Serra, P. (2011)
THREE LINES OF ACTION
Sumário
Manuel MiguénsDublin, September 2015
Program Goals
1. To understand the relevance of an adequate science education for all, capable of motivating teachers for innovating approaches in science teaching;
2. To develop pedagogic content knowledge concerning science education in the first years of schooling;
3. To conceive, implement and assess practical, laboratorial and experimental activities for science teaching in elementary school.
Serra, P. (2011)
Sumário
Manuel MiguénsDublin, September 2015
IN-SERVICE TEACHER EDUCATION IN CONTEXT: A MODEL
Construction of a common theoretical framework:
PLENARY SESSIONS
The school teachers deepen their knowledge about relevant curricular
scientific topics and about instructional strategies centred around
experimental work/investigations. With support of the teacher trainer
they read, discuss e integrate professional practical knowledge with
theoretical knowledge.
Modeling: GROUP SESSIONS
The teachers, assisted by the teacher trainer, implement
the practical work that they will develop later on with
their pupils in the classroom. They go through and
discuss the difficulties that pupils will probably
experience. They plan tasks and produce teaching
materials to help solve those difficulties. They reflect
upon various aspects of the task, the role of the teacher
and the pupils’ receptivity.
Coaching:
INDIVIDUAL SESSIONS
The teacher trainer observes and cooperates
with the elementary school teacher in the
implementation of an experimental activity in
the classroom.
Reflection: SCHOOL TEAMS
Small groups of teachers of the same primary school discuss with the teacher trainer
about the more and less accomplished aspects and ways of improving practices.
Assessment: PORTFOLIO
Throughout the process each teacher builds a portfolio and discusses it regularly the
teacher trainer.
Serra, P. (2011)
Sumário
Manuel MiguénsDublin, September 2015
INSET Teacher Education through Partnerships betweenTeachers and Researchers
Sumário
Manuel MiguénsDublin, September 2015
INSET Teacher Education through Partnerships betweenTeachers and Researchers
Sumário
Manuel MiguénsDublin, September 2015
INSET Teacher Education through Partnerships betweenTeachers and Researchers
Sumário
Manuel MiguénsDublin, September 2015
Concluding….
Innovation, reflection and partnership seem to be key concepts in CPD.However, if we want to achieve real teacher development, critical and informed reflection and genuine collaborative partnerships, the way ahead should be reappraised.We can neither fall in the temptations of applying the same model of teacher education in all the programs nor to assume some models as clear cut and pedagogically correct while others are regarded as just wrong…
Sumário
Manuel MiguénsDublin, September 2015
Concluding….
In a concrete teacher education project we need to analyze the specificity of each particular moment and to avoid the extreme points of several continua. We need to make unbiased and flexible decisions in order to use more or less scholarized, more or less formal, more or less collaborative, more or less researcher centred, more or less theoretical approaches, according to the specific context of each moment of the project.
Like the river margins, teacher education models and approaches have ill-defined boundaries…You Know!?
Sumário
Manuel MiguénsDublin, September 2015
Manuel MiguénsSecretary General National Council of Education
September2015
Thanks for your attention
Leading teachers’ learning
manuel.miguens@cnedu.pt